The Development of Reflective-Scientific Learning Model to Improve 21st Century Learning Skills In Historical Learning

Abstract

<em>This research aims to develop the Reflective-scientific Learning Model to accommodate 21st-century learning skills in learning history. The ADDIE instructional design was used as the research method to develop the learning model. The research participants were 120 senior high school students. The Reflective-scientific Learning Model consists of five learning stages: historical engagement, critical-exploration, communicative-explanation, creative-elaboration, and reflective evaluation. The research results prove the feasibility and effectiveness of the developed learning model in improving students' 21<sup>st</sup>-century learning skills in the learning history process. It means that the developed learning model can accommodate the needs of the 21<sup>st</sup>-century learning skills and the learning history objectives. Based on this research, the authors highlight that the elaboration of the learning model can provide a space for synchronizing learning history objectives with other educational concepts from various disciplines. Thus, further research and development in the history education landscape should provide more opportunities for elaborating the learning models to amend the role and impact of learning history in the 21<sup>st</sup> century</em><em>.</em>

Flipped classroom in history learning to improve students’ critical thinking

“…Because students will be actively involved, so teachers can provide better opportunities for instructors in dealing with students with diverse abilities and student difficulties. Moreover, history learning, which has always had a negative impression on students, can be helped by the presence of various digital-based learning models, one of which is the flipped classroom model [42]. Through this strategy, history learning will certainly be maximized and optimal to complete its objectives.…”

Model Pembelajaran Value Clarification Technique (VCT) dalam Meningkatkan Kesadaran Sejarah Peserta Didik

“…Kesadaran sejarah sebagai bentuk tercapainya tujuan pembelajaran sejarah. Hal ini diperkuat oleh pendapat Aman (2014) dan Pelu (2021), bahwa tujuan pembelajaran sejarah terkait dengan kesadaran sejarah peserta didik. Kesadaran sejarah berperan penting dalam perkembangan identitas positif individu, masyarakat, etika sosial, nilai-nilai tertentu, perkembangan budaya, bahkan dalam pembentukan mental peserta didik (Ramdhani & Naim, 2019).…”